Lecture: 4 hours/week
The course will involve a number of instructional methods, such as the following:
Lectures
Small/large group discussions
Personal reflections/activities
Presentations
Video content
Guest lectures
1. Impact of colonization on psychological health
a. Epidemics
b. Residential schools
c. Laws
d. Indian Act
2. Counsellor roles and responsibilities with Indigenous Peoples
a. Cultural competency/safety
i. Definitions
ii. Utility
iii. Action
b. Ethical principles and professional practice
3. Social justice issues in Counselling Indigenous Peoples
a. Intersectionality: Multiple identities related to age, ability, gender, sexual orientation and identity, race, ethnicity, nationality, religion, spirituality, socioeconomic status, and other intersecting aspects of identity
b. Advocacy and ally work with Indigenous Clients
At the conclusion of the course, the successful student will be able to:
1. Describe and explain the history of colonization and its biopsychosocial impact on Indigenous peoples in Canada.
2. Describe and explain cultural awareness, cultural competency and cultural safety.
3. Analyze personal values that could impact cultural competency.
4. Describe and explain concepts and principles of counselling psychology that enhance our understanding of addressing clients' "intersectionality".
5. Describe and explain counsellors' roles and responsibilities for social justice advocacy.
6. Describe and explain what knowledge and skills are required for cultural competence with Indigenous peoples and families.
7. Outline ethical and professional principles that guide social justice, cultural competence and advocacy work within counselling psychology.
Assessment will be based on course objectives and will be carried out in accordance with the Douglas College Evaluation Policy. Evaluation includes some of the following:
1. Multiple choice, short answer, or essay exams
2. Term paper, research project, or written assignments
3. Group activities/work
The specific evaluation criteria will be provided by the instructor at the beginning of the semester.
An example of a possible evaluation scheme would be:
Exams - 25%
Assignments/reflection papers on course activities – 25%
Term paper -20%
Presentation -20%
Participation -10%
To attain a passing grade in this course, students must complete 80% of in-class experiential group activities to successfully recognize and practice skills, and develop cultural competency/humility.
Textbooks and materials to be purchased by students:
Textbooks will be updated periodically. Typical examples of textbooks are:
France, H., Rodriguez, & Hett. (current edition). Diversity, culture and counselling: A Canadian perspective. Calgary, Canada: Detselig Enterprises LTD.
Hart, S. (2003). Seeking Mino-Pimatisiwin: An Aboriginal approach to helping. Halifax, Canada: Fernwood Publishing.
Lane, P., Bopp, M., Bopp, J., & Brown, L. (current edition). The sacred tree. Lotius Press.
Waldram, J., Herring, A., & Young, T. (current edition). Aboriginal health in Canada: Historical, cultural, and epidemiological perspectives. Toronto, Canada: University of Toronto Press.